大学生学业自我概念、学习动机与学习成绩的关系  

Relationship between Academic Self-concept,Study Motivation and Academic Achievement of University Students

作　　者：路平[1] 刘聪颖[1] 夏福斌[1] 

机构地区：[1]中国.黑龙江大学,黑龙江哈尔滨150080

出　　处：《中国健康心理学杂志》2016年第7期1089-1092,共4页China Journal of Health Psychology

基　　金：黑龙江省教育科学“十二五”规划重点课题“大学生学业心理健康整合式研究:内涵、现状、心理基础与教育途径”(编号:GBB1212045)

摘　　要：目的:探讨大学生学业自我概念与学习动机、学习成绩的关系。方法:采用青少年一般学业自我问卷和学习动机问卷,对哈尔滨两所高校238名本科大学生进行了考察。结果:大学生学习动机和学业自我概念对学习成绩均有显著的影响(β=0.284,0.775;P<0.01);学业自我概念在学习动机对学习成绩作用过程上具有完全中介作用(β=0.020,P=0.838;β=0.392,P<0.01)。结论:学习动机通过学业自我概念对学习成绩有显著的正面影响。Objective ：To explore the relationship between academic self - concept ,study motivation and academic achievement of university students .Methods ：A total of 238 undergraduate students conducted the general question‐naire of young people and academic self - motivation questionnaire .Results ：Academic self - concept and study moti‐vation had significantly positive effects on academic achievement （β= 0 .284 ,0 .775 ;P 〈 0 .01） ;Academic self - concept had an intermediary role between study motivation and academic achievement （β = 0 .020 ,P = 0 .838 ;β = 0 .392 ,P 〈0 .01） .Conclusion ：Academic self - concept not only correlates with study motivation and academic achievement but also plays an intermediary role between them .

关 键 词：学业自我概念 学习动机 学习成绩 大学生 

分 类 号：R395.6[哲学宗教—心理学] B844.2[医药卫生—医学心理学]